THE EFFECTIVENESS OF USING VIDEO CONVERSATION TO

IMPROVE STUDENTS’ SPEAKING SKILL TO THE TENTH

GRADE STUDENTS OF SMA N 8 PURWOREJO
IN ACADEMIC YEAR OF 2014/2015

DWI HARYATI
112120254
Background

Language English

Speaking Speaking Problem

Video Conversation
 Problem Is video conversation effective to
Statement improve the students’ speaking skill?

Objective of the To find out whether using video

Study conversation is effective or not to
improve students’ speaking skill

Students

Teacher
Significant of the
Study School

English Education
Program
 THEORY
 Teaching and Learning
 Teaching is showing or helping someone to learn how to do something, giving
instructions, guiding in the study of something, providing with knowledge, causing to know
or understandin. Brown (2007: 8)
 Learning is the human activity which last needs manipulation by others. Hammer (2001:
52)

 Speaking
 Speaking is the ability to speak fluently presupposes not only knowledge of language
features, but also the ability to process information and language ‘on the spot’.
Hammer(2001: 269)
VIdeo conversation as a media for teaching speaking
 Video is not only a great aid to see language-in-use such as
comprehension since students are able to see general meanings and
moods that are conveyed through expression, gestures, and other
visual clues, but also uniquely bridge the cross cultural
understanding. Hammer (2001: 282)

 Conversation is when two people or more speak together, they speak

in turn: one says smething, then stop: the other says something else,
then stop. Blanchot (2003: 75)

Based from two quotes above, the writer can say that video conversation
is video which contains two people or more who do conversation.
 HYPOTHESIS

the use of video conversation media in increasing

Ha students’ speaking ability of the tenth grade
students od SMA N 8 Purworejo in the academic
year 2014/2015 is effective.

the use of video conversation media in increasing

Ho students’ speaking ability of the tenth grade

students of SMA N 8 Purworejo in the academic
year 2014/2015 is not effective.
RESEACH DESIGN

Experimental group O1 X O2

Control group O3 - O4

Speaking Assessment:
Grammar =1-5
Vocabulary =1-5
Comprehension =1-5
Fluency =1-5
Pronunciation =1-5
 The tenth grade students of SMA N 8
Population Purworejo in academic year of
2014/2015

X 5 as Experimental Class = 32
Sample X 1 as Control Class =32

Independent:
Video Conversation
Variable
Dependent:
Speaking Ability

Sampling
Random Sampling
technique
TECHNIQUE OF COLLECTING DATA
Pre Test

Experimental /Control

Treatment

Post Test

Using Video Conversation in the treatment experimental class.

Without Video Conversation in the treatment for control class.
TECHNIQUE OF DATA ANALYSIS
Inferential
 Descriptive Analysis:
* Test of
Analysis:
Normality
 Mean
* Test of
 Median Homogeneity
Analysis
 Modus * Test of
 Range Hypothesis
 Standard
Deviation T-test
T value > T table
 WRITING ABILITY TEST RESULT OF POST-TEST
EXPERIMENTAL GROUP AND CONTROL GROUP

Class H L R Me M Mo SD V T
1. Descriptive Analysis Control 80 64 16 74 72.72 75 4.152 17.241 2327

Experimental 90 68 22 80 80 80 5.470 29.919 2588

30 28

25
21

20

15 Control
11 Experimental
10

5 3
1
0 0 0 0 0
0
Excellent Good Sufficient Fairly Poor
sufficient
2. Inferential Analysis

T-TEST T-VALUE = 6.719

T-TABLE = 2.000

T VALUE > T TABLE

(6.719 > 2.000)
CONCLUSION

 T value > T table (6.719 >2.000). Ha is accepted,

Ho is rejected.
 The use of Video Conversation for teaching
speaking is effective.